Noriyuki Inoue, Ph.D. specializes in educational psychology, educational research methods and educational system development. At Waseda University, he teaches the science of teaching practices, education system development, educational assessment theories and research seminars.
His recent research focuses on teacher expertise development, action research, cultural educational epistemology, achievement motivation and real world problem solving. His journal articles have appeared in Learning and Instruction, Individual Differences and Learning, Journal of Education for Teaching, Mathematical Thinking and Learning, Journal of Mathematics Teacher Education, Educational Action Research, among other sources. In 2012, he published a book titled "Mirrors of the mind: An introduction of mindful ways of thinking education" from Peter Lang Publishing (New York, NY). His second book, "Beyond Actions: Psychology of Action Research for Mindful Educational Improvement" was released from Peter Lang Publishing in 2015. He is currently working on a new book on learning sciences and cultural epistemology.
Dr. Inoue began his career in Japan as a mathematics teacher where he developed a variety of interests in human cognition and development. During these years, his initial interests in mathematics education evolved into an interest in advancing foundational knowledge of human cognition and development, which he increasingly became convinced were the most fundamental issue in education. In 1991, he received a Fulbright Scholarship to study in the U.S., and received an M.Ed. from Harvard University, and continued his graduate studies that resulted in receiving an M.A. and a Ph.D. from Columbia University. He has been teaching and conducting a series of research at Waseda University as a Professor since 2017.
He has served as a reviewer for several journals in learning sciences as well as a consultant for schools and universities. He is now actively involved in advancing scholarship in the area of teacher expertise development using action research as the theoretical and methodological framework as well as East Asian cultural epistemology to uncover new ways of thinking learning and teaching.
Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms
Inoue, N., Asada, T., Maeda, N., & Nakamura, S.
Teaching and Teacher Education 77 366-377 2019 [Refereed]
Bringing life to educational psychology through cross-cultural experiences. In K. Keith (Ed.), Culture across the curriculum: A psychology teacher's handbook. Cambridge, UK: Cambridge University Press.
Inoue, N.
2018
The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research.
Inoue, N.
International Journal for Transformative Research 3 16-23 2016
Educational epistemology, culture and history: Response to Joan Walton.
Inoue, N.
International Journal for Transformative Research 3 29-32 2016
Developing soft skills in action research: A cross-cultural approach with East-Asian epistemology.
Inoue, N.
Sage Handbook of Action Research (3rd edition). 2015
